<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-4206</journal-id>
<journal-title><![CDATA[Ecos de Economía]]></journal-title>
<abbrev-journal-title><![CDATA[ecos.econ.]]></abbrev-journal-title>
<issn>1657-4206</issn>
<publisher>
<publisher-name><![CDATA[Universidad EAFIT]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-42062021000200042</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué pasa con la educación durante una pandemia? Evidencia de un caso colombiano]]></article-title>
<article-title xml:lang="en"><![CDATA[What happens to education during a pandemic? Evidence from a Colombian case]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hincapié]]></surname>
<given-names><![CDATA[Juan Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrada]]></surname>
<given-names><![CDATA[Pablo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad EAFIT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad EAFIT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>53</numero>
<fpage>42</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-42062021000200042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-42062021000200042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-42062021000200042&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, presentamos los resultados de una investigación alrededor del cambio en el desempeño de los estudiantes de la Universidad EAFIT durante los dos semestres de 2020, comparado con cohortes estadísticamente similares, en 2019. Utilizando el método de Diferencias en Diferencias, encontramos que el desempeño durante la educación virtual de emergencia fue alrededor de 0,2 décimas mejor al presentado en períodos anteriores, medidas con base en la nota obtenida. Estos resultados son consistentes aun si distinguimos por ubicación geográfica, grupo económico y disciplina a la cual pertenece el estudiante. Discutimos estos resultados con entrevistas semiestructuradas realizadas a docentes, y análisis de encuestas de percepción dirigidas por la institución, para intentar entender el mecanismo que generó este cambio. Los resultados sugieren que este cambio se sustenta en capacidades de los estudiantes, medidas exitosas de la institución y aumento de metodologías colaborativas de evaluación.  Códigos de clasificación JEL: A11, B40, C53.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we show the results of an investigation into changes in the performance of EAFIT University students during the two semesters of 2020 compared with statistically similar cohorts from 2019. We used the Difference in-Difference method and find that student performance during emergency virtual education was around 0.2 decimals better than in previous periods, it was measured according to the obtained grade. These results are consistent even when classified by geographical location, economic background, and the discipline the student is enrolled in. To better understand the mechanism that caused this change, we discuss the results using semi structured interviews carried out with teachers, and analysis on student perception surveys performed by the institution. The results suggest that this change could be explained by student abilities, successful actions taken by the institution and increase in collaborative testing methodologies.  Códigos de clasificación JEL: A11, B40, C53.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[COVID-19.]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[COVID-19.]]></kwd>
</kwd-group>
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